FUNDAMENTAL ELEMENTS OF - Federation of … Fundamental Elements: Competencies FUNDAMENTAL ELEMENTS...

UNCLASSIFIED Fundamental Elements: Competencies

FUNDAMENTAL ELEMENTS OF THE COUNTERINTELLIGENCE DISCIPLINE

VOLUME 1

UNIVERSAL COUNTERINTELLIGENCE CORE COMPETENCIES

OFFICE OF THE NATIONAL COUNTERINTELLIGENCE EXECUTIVE

THE NATIONAL COUNTERINTELLIGENCE INSTITUTE

January 2006

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TABLE OF CONTENTS

EXECUTIVE SUMMARY .............................................................................................. 3

BACKGROUND AND RATIONALE ............................................................................ 7

AUTHORITIES and RECOMMENDATIONS.......................................................................... 7 KEY TERMS.............................................................................................................................. 8 THE STUDY RATIONALE..................................................................................................... 10

METHODOLOGY ......................................................................................................... 13

OVERVIEW OF THE RESEARCH PLAN............................................................................. 13 CONDUCTING THE RESEARCH ......................................................................................... 14

MAPPING KSAs to TASKS ................................................................................................ 15 MAPPING COMPETENCIES TO KSAs ............................................................................ 16 MAPPING COMPETENCIES TO TASKS ......................................................................... 17

LITERATURE REVIEW .............................................................................................. 18

HISTORICAL BACKGROUND.............................................................................................. 18 PAST EFFORTS....................................................................................................................... 20

RESULTS AND CONCLUSIONS ................................................................................ 26

PREPARING THE NOVICE FOR THE JOURNEYMAN ..................................................... 28 PREPARING FOR A CI LEADERSHIP AND MANAGEMENT ROLE .............................. 30 COMMENTARY...................................................................................................................... 31

THE NATIONAL COUNTERINTELLIGENCE INSTITUTE ........................................... 32 LIST OF SOURCES....................................................................................................... 34

APPENDIX 1................................................................................................................... 36

CI JOURNEYMAN INTERVIEW FORMAT ......................................................................... 36 CI SUPERVISOR INTERVIEW FORMAT ............................................................................ 37

APPENDIX 2................................................................................................................... 38

JOURNEYMAN UNIVERSAL CI CORE COMPETENCIES ............................................... 38 LEADERSHIP & MANAGEMENT UNIVERSAL CI CORE COMPETENCIES ................ 41

APPENDIX 3................................................................................................................... 44

CORE COMPETENCIES/KSAs – JOURNEYMAN .............................................................. 44 CORE COMPETENCIES/KSAs - LEADERSHIP AND MANAGEMENT........................... 65

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EXECUTIVE SUMMARY Despite increased investment in counterintelligence (CI) training programs since

11 September 2001, there has been uneven emphasis across organizations and training programs

with individual agencies focusing on their needs and culture. Inconsistency in content, quantity,

and quality of training across the CI community persists through varied processes for developing

training requirements and standards. The result is costly duplication of effort, uneven

performance in the workplace, and significant unmet training requirements, particularly with

regard to CI analysis and technology integration.

Although some interagency training takes place, it does not approach the amount

necessary in an environment that demands structured interoperability and communication, along

with a workforce capable of effectively performing in that environment. In addition, little

interdisciplinary training across CI specializations takes place, for example operations and

analysis, creating additional barriers to effective communication and operations within the

workplace.

Training programs are limited primarily to initial skills training with a general lack of

structured continuing education programs. Follow-on training tends to the ad hoc and/or on-the-

job training with mentors of varying experience and qualifications. Contracted personnel rarely

receive training unless it is specifically required in the contracting vehicle. As such, much

training beyond the initial is at the individual’s own initiative. This makes CI less attractive as a

career and creates significant knowledge and performance issues/gaps within the workforce. This

is in sharp contrast to the emphasis placed on training by our enemies.

Because CI lacks the training infrastructure to support long-term development of the

individual, there is no accepted career path for the counterintelligence workforce and CI is not

widely viewed as a discrete national security profession. As a result, counterintelligence

assignments are generally not seen as career enhancing and many individuals tend to move on to

what they see as mainstream assignments in their respective organizations. This lack of

structured professional development and transience has contributed to the creation of a relatively

inexperienced CI cadre that is less effective at responding and adapting to change in the security

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environment. A compounding factor has been a lack of CI leadership development. Many senior

CI positions are filled with individuals who lack significant CI experience and training.

In sum, there is a gap - with strategic implications for national security - between

counterintelligence performance requirements generated by the contemporary national security

environment and our current ability to train and develop a professional CI cadre that is capable of

effectively meeting these requirements.

To adequately fulfill the ONCIX Congressionally legislated training, education, and

professional development mission, and to meet community needs, a plan was developed to

conduct community-wide research to produce baseline data for authoritatively describing CI in

terms of its role as a profession or discipline, its functions, and the CI core competencies

requisite to performing the functions and tasks associated with accomplishing the CI mission.

This volume reports on the research related to the knowledge, skills, and abilities (KSAs) and the

CI core competencies and mapped to each of the KSAs. Subsequent volumes will address the CI

core competencies mapped to tasks, competencies mapped to function-specific KSAs and tasks,

and the role of CI as a profession or discipline.

The first phase of the research plan included structured interviews with individuals and

focus groups. Approximately 150 people were interviewed either individually or as a member of

a focus group. Interviewees were selected from journeymen and supervisors (to include senior

executive leaders) across all functions representative within the CI community who had at least

two years of CI experience. The researchers systematically guided the interviewees to discuss the

KSAs and traits requisite for performing CI tasks. For consistency, each interview or focus

group was conducted by the same two ONCIX staff members (researchers) using a standardized

format for journeyman or supervisors. Each interview/focus group averaged approximately two

hours. After the interviews/focus group sessions, the two researchers wrote a transcription of

each interview or focus group and concurred on the content. The interview transcriptions were

used as the basis for data entry of KSAs that provided the basis for identifying CI core

competencies.

In the second phase of the research, spreadsheets were designed and used to map the

KSAs to tasks that were identified in the interviews for journeyman and for supervisors. After

completing interviews/focus groups in ONICX, CIFA, AFOSI, FBI, and NCIS, the researchers

had identified more than 200 task categories and more than 200 knowledge areas, skills, abilities,

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and traits for CI supervisors and journeymen. After the researchers conducted additional

interviews in Army Intelligence and the CIA, additional tasks, KSAs, and traits were added to

the spreadsheets as necessary.

As the spreadsheets were populated with data collected from the interviews, similar tasks

were combined under a descriptor that best represented a general task category. This process

eliminated repetitive and similar tasks from the spreadsheets. Competencies were identified from

government sources or developed by the researchers when the required competency was

particular to CI and not evident in the sources. These competencies were then mapped against

KSAs, and the same process was followed with mapping the competencies to task categories.

Lastly, the competencies were reviewed to determine those that were universal across all CI

functions, as well as those specific to each function. This volume represents a reporting of the

universal competencies.

The results of refining the interview data produced a list of 17 CI core competencies for

journeymen and 17 core competencies for supervisors defined as universal regardless of CI

function performed or organization/agency affiliation. Although preliminary results of this

research study are not surprising, this is the first systematic study conducted to authoritatively

define the competencies, KSAs, and tasks that are common throughout the CI community to

standardize critical training and education for those areas that are universal. The listing of the

KSAs and competencies provided in the report represent the result of data collected from

extensive interviews and review of reference material that has been released on intelligence and

CI jobs/functions. Although some variations in terminology appear between agencies and

organizations pertaining to CI, the research results from this study do correlate with some related

work conducted by the FBI, DIA, and an intelligence analyst working group.

The most immediate application for this study will be its use in establishing a baseline of

universal CI training standards. With a set of core competencies across the CI community,

regardless of job function, the community will be able to begin training its workforce with a

common frame of reference. Volume 2 will address the core competencies for specific functions

and will use this Volume 1 as its basis.

In addition to the short-term improvements to CI training established by connecting

training to core competencies, a long-term result of this study will be the creation of tiered

training to develop the workforce in CI careers. The standardization of training to the universal

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and functional competencies at milestones within an individual’s career in CI will

“professionalize” the CI discipline and create consistency across the community regardless of

agency or organizational affiliation. In addition to the CI training common across the

community, each organization/agency will continue to provide the training required for their

unique missions (for example, CI support to force protection). These agency-specific training

requirements are not part of this study.

The National Counterintelligence Executive (NCIX) recognizes the need for professional

development and training standards and has established the National Counterintelligence

Institute. Envisioned as an integral component of the National Intelligence University (NIU), the

Institute will develop CI training standards based on identified core competencies and ensure

their implementation. In addition, the Institute will sponsor collaboration among the CI

community and academic, training, and research institutions. Concentrating on the professional

development of a dedicated CI workforce, the Institute will establish career tracks that focus on

joint strategic professional development from entry to senior leadership levels. An ongoing

focus of the Institute will be to encourage crossover assignments among the agencies of the CI

community that are career enhancing. By improving existing training and professional

development within the community, the Institute will create a more effective and interoperable

CI cadre capable of meeting current and future national security requirements.

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BACKGROUND AND RATIONALE In response to its Presidential and legislative tasking to develop policies and standards for

training and professional development of the counterintelligence (CI) workforce, the Office of

the National Counterintelligence Executive (ONCIX) embarked on a research study to develop

an authoritative description of the CI profession in terms of its core disciplines and associated

core competencies, inclusive of key skills and knowledge areas. The findings of this research

study establish the basis for linking CI core competencies and requisite knowledge, skills, and

abilities to CI education, training, and professional development.

There have been some isolated attempts to do this type of research in the past, but these

have not concluded in formal reports possessing community validation. This ONCIX study

capitalizes on all available prior work in addition to new data acquired through this extensive

study. The conclusions put forth in this report are the result of community-wide input, feedback,

and validation.

AUTHORITIES and RECOMMENDATIONS

The rationale for the National Counterintelligence Executive (NCIX) to coordinate CI

community training standards and professional development derives from PDD/NSC-75, the

Counterintelligence Enhancement Act of 2002, the Intelligence Reform and Terrorism

Prevention Act of 2004 through the ONCIX as a component of the Office of the Director of

National Intelligence (ODNI), and the President's Commission on the Intelligence Capabilities of

the United States Regarding Weapons of Mass Destruction Report dated 31 March 2005

(Chapter 11 - Counterintelligence).

• CI Enhancement Act of 2002: A function of the ONCIX shall be to “develop policies

and standards for training and professional development of individuals engaged in

counterintelligence activities and to manage the conduct of joint training exercises for

such personnel.”

• Intelligence Reform and Terrorism Prevention Act of 2004: “The Director of

National Intelligence shall establish an integrated framework that brings together the

educational components of the intelligence community in order to promote a more

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effective and productive intelligence community through cross-disciplinary education and

joint training.” The DNI shall prescribe in consultation with the intelligence community,

personnel policies and programs applicable to the intelligence community that “set

standards for education, training, and career development of personnel in the intelligence

community.”

• PDD/NSC-75, 12/28/2000: The ONCIX will “develop policies for CI training and

professional development for CI investigators, operators, and analysts. It will also

develop and manage joint training exercises, and assess the need for a National

CI Training Academy.”

• Recommendation - President's Commission on the Intelligence Capabilities of the

United States Regarding Weapons of Mass Destruction Report, March 31, 2005

(Chapter 11 – Counterintelligence): "that the NCIX assume the power and the

responsibility to establish common training and education requirements for

counterintelligence officers across the Community, and expand cross-agency training."

KEY TERMS

ability: A competence to perform an observable behavior or a behavior that results in an

observable product. (OPM Delegated Examining Operations Handbook, 2003.)

competency: A measurable pattern of knowledge, skills, abilities, behaviors and other

characteristics that an individual needs in order to perform works roles or occupational functions

successfully. (OPM Delegated Examining Operations Handbook, 2003.)

counterintelligence: Counterintelligence means information gathered and activities conducted to

protect against espionage, other intelligence activities, sabotage, or assassinations conducted for

or on behalf of foreign powers, organizations or persons, or international terrorist activities, but

not including personnel, physical, document or communications security programs. (E.O.

12333)

discipline: A discrete component of a profession that is characterized by the following attributes:

• Identifies the branch of knowledge that forms the fundamental basis of the discipline

• Demonstrates a historical presence and application

• Suggests a set of topics that the discipline addresses

• Identifies a set of principles and standards of practice

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• Shows a significant concentration of know-how not generally repeated in other

disciplines

• Outlines a course of study/activities that provide the practitioner with minimum KSAs

that defines a novice level competence

• Establishes benchmarks to guide/judge a practitioner’s growth from the novice to

journeyman to master/expert levels

(Baseline Definition of the Security Profession, September 2002. Defense Personnel Security

Research Center.)

education: Instruction that emphasizes far-transfer learning objectives; traditionally knowledge-

based instruction not tied to a specific job, as opposed to training.

(from Wilson, B.G., Jonassen, D.H., & Cole, P. (1993). Cognitive Approaches to Instructional

Design. In G.M. Piskurch (Ed.), The ASTD Handbook of Instructional Technology. New York:

McGraw-Hill.)

function: Specific activities with assigned responsibilities and tasks within a discipline.

(Baseline Definition of the Security Profession, September 2002. Defense Personnel Security

Research Center.)

knowledge: A body of information applied directly to the performance of a function.

(OPM Delegated Examining Operations Handbook, 2003.)

profession: A calling requiring specialized knowledge and sometimes-intensive academic

preparation. (also) A principal calling, vocation, or employment. (Webster’s Dictionary)

The five characteristics that define a profession:

1. A profession must be full-time.

2. Schools and curricula must be aimed specifically at teaching the basic ideas of the

profession, and there must be a defined common body of knowledge.

3. A profession must have a national professional association.

4. A profession must have a certification program.

5. A profession must have a code of ethics.

(Human Resource Certification Institute website: http://www.hrci.org/AboutUs/HISTORY/)

professional development: Those aspects of career development concerned with improving an

individual’s performance and abilities in given positions and specialties. (Baseline Definition of

the Security Profession, September 2002. Defense Personnel Security Research Center.)

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http://www.hrci.org/AboutUs/HISTORY/


skill: An observable competence to perform a learned psychomotor activity. (OPM Delegated

Examining Operations Handbook, 2003.)

task: A work effort that requires some skills, knowledge and abilities to perform. (Baseline

Definition of the Security Profession, September 2002. Defense Personnel Security Research

Center.)

training: A process that aims to improve knowledge, skills, attitudes, and/or behaviors in a

person to accomplish a specific job task or goal. Training is often focused on business needs and

driven by time-critical business skills and knowledge, and its goal is often to improve

performance. (ASTD Online Glossary)

trait: A characteristic way in which a person perceives, feels, believes, or acts. A "trait"

characteristic is a characteristic that tends to be stable over time in contrast to related

characteristics that change. (ASTD Online Glossary)

THE STUDY RATIONALE

The rationale for conducting this extensive research study of the community was based

not only on the authorities and recommendations previously addressed, but also on community-

wide environmental evolution, deficiencies, and redundancies. The following provides a

synopsis of the study rationale.

Changed Environment: The United States national security environment has changed

significantly in the post cold war era and particularly since September 11, 2001. In addition to

the specter of global terrorism, the threats to US interests have greatly diversified and expanded

in terms of sources and objectives. The means to carry out threats have also diversified and

become more technically sophisticated. Consequently, the challenge to the counterintelligence

mission and the need for coordinated consistent approaches has become greater. Yet in the face

of this changing environment, the counterintelligence workforce is mostly trained and developed

to face outdated challenges, posing a significant element of risk and vulnerability to successful

national counterintelligence mission accomplishment.

Uneven Emphasis: Despite increased investment in CI training programs, it is uneven

across organizations. Training programs are largely independent among agencies and focus

almost exclusively on individual agency needs and culture. Within programs, processes for

developing training requirements and standards vary across agencies. Consequently,

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inconsistency in content, quantity, and quality of training across the counterintelligence

community occurs, resulting in costly duplication of effort and translating into uneven

performance in the workplace. It also results in significant unmet training requirements–

particularly with regard to counterintelligence analysis and technology integration. Recent

research identified thirty-six specific subject areas that are not sufficiently addressed in CI

Community training programs.

Lack of Joint Training: While some interagency training takes place, it is not sufficient

for an environment that demands structured interoperability and communication along with a

workforce capable of effectively performing in that environment. Likewise, little

interdisciplinary training across CI specializations takes place in functions such as operations and

analysis, which creates additional barriers to effective communication and operations within the

workplace.

Little Continuing Education: Training programs are limited primarily to initial skills

training with a general lack of structured and formalized continuing education programs. Follow-

on training tends to be ad hoc and/or on-the-job training with mentors of varying experience and

qualifications. Much training beyond the initial is at the individual’s own initiative. This makes

CI less attractive as a career and creates significant knowledge and performance issues for the

workforce. This is in sharp contrast to the emphasis placed on training by our adversaries. By the

time they are assigned to operations within our country, the enemy has been prepared with

systematic training and has attained an expert level. Assignments to the United States are

rewards for accomplishment; the operational equivalent of the "Super Bowl."

Lack of Professional and Leadership Development: Because CI lacks the training

infrastructure to support long-term professional development of the individual, there is no

accepted career path for counterintelligence practitioners and CI is not widely viewed as a

discrete national security profession. As a result, counterintelligence assignments are generally

not seen as career-enhancing, forcing many individuals to move on to what they see as

mainstream assignments in their respective organizations. This lack of structured professional

development and transience has contributed to the creation of a relatively inexperienced CI cadre

that is less effective at responding and adapting to change in the security environment. A

compounding factor is that this situation does not foster the development of experienced CI

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leadership. Many senior CI positions are filled with individuals who lack significant CI

experience and training.

In sum, there is a gap - with strategic implications for national security - between

counterintelligence performance requirements generated by the contemporary national security

environment and the current capacity to train and develop a professional CI cadre that is capable

of effectively meeting these requirements.

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METHODOLOGY OVERVIEW OF THE RESEARCH PLAN

In order to adequately fulfill the legislated training, education, and professional

development mission and to meet community needs, a plan was developed to conduct

community-wide research to produce baseline data for authoritatively describing CI in terms of

its role as a profession or discipline, its functions, and the CI core competencies requisite to

performing the functions and tasks associated with accomplishing the CI mission. This volume

reports on the research related to the knowledge, skills, and abilities (KSAs) and the CI core

competencies and mapped to each KSA. Subsequent volumes will address the CI core

competencies mapped to tasks, competencies mapped to function-specific KSAs and tasks, and

the role of CI as a profession or discipline.

The first phase of the research plan included structured interviews with individuals and

focus groups. Interviewees were selected from journeymen and supervisors (to include senior

executive leaders) across all functions representative within the CI community who had at least

two years of CI experience. The ONCIX researchers used the "taxonomy of a profession" model

(Figure 1) to systematically guide the interviewees to discuss the KSAs and traits requisite for

performing CI tasks. These KSAs provided the basis for identifying CI core competencies. The

traits provided data that may assist with recruiting and identifying potential CI careerists.

igure 1: Taxonomy of a Profession
F
PROFESSION

DISCIPLINE

FUNCTION

FUNCTIONAL ELEMENT

TASKSUPPORTED BY KNOWLEDGE , SKILLS, AND ABILITIES

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In the second phase of the research, spreadsheets were designed and used to map the

KSAs to tasks that were identified in the interviews for journeyman and for supervisors. As the

spreadsheets were populated with data collected from the interviews, similar tasks were

combined under a descriptor that best represented a general task category. This process

eliminated repetitive and similar tasks from the spreadsheets. Competencies were identified from

government sources or developed by the researchers when the required competency was

particular to CI and not evident in the sources. These competencies were then mapped against

KSAs and the same process was followed with mapping the competencies to task categories.

Lastly, the competencies were reviewed to determine those that were universal across all CI

functions, as well as those specific to each function. This volume represents a reporting of the

universal competencies.

CONDUCTING THE RESEARCH

The following CI organizations were contacted and included in the interview/focus

group part of the research:

• Office of the National Counterintelligence Executive (ONCIX)

• Department of Defense Counterintelligence Field Activity (CIFA)

• Federal Bureau of Investigation (FBI)

Headquarters

2 large field offices

1 small field office

• Air Force Office of Special Investigations (AFOSI)

Headquarters

Intermediate headquarters

• Naval Criminal Investigative Service (NCIS)

Headquarters

1 field office

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• US Army

Intelligence and Security Command (INSCOM)

902nd Military Intelligence Group

Foreign Counterintelligence Activity (FCA)

• Central Intelligence Agency (CIA)

Counterintelligence Center (CIC)

Approximately 150 people were interviewed either individually or as a member of a

focus group. For consistency, each interview or focus group was conducted by the same two

ONCIX researchers using the standardized format for a journeyman or supervisor (Appendix 1).

Each interview/focus group averaged approximately two hours. After the interviews/focus group

sessions, the two researchers wrote a transcription of each interview or focus group and

concurred on the content. The interview transcriptions were used as the basis for data entry of

KSAs and tasks that lead to identification of the CI core competencies.

MAPPING KSAs to TASKS

After completing interviews/focus groups in ONICX, CIFA, AFOSI, FBI, and NCIS, the

researchers had identified more than 200 task categories and more than 200 knowledge areas,

skills, abilities, and traits for CI supervisors and journeymen. Spreadsheets were developed to

record knowledge area, skill, ability, and trait categories to related tasks. Two spreadsheets

(journeymen and supervisors) were designed for each agency/organization as well as two

comprehensive worksheets that reflected the combined data of all agencies/organizations. The

tasks were listed on the "y" axis of the spreadsheet (first column) and the knowledge, skills,

abilities, and traits were listed on the "x" axis (first row - heading). In the Journeyman

spreadsheets, the second column was used to note the interviewee's functional area – operations,

investigations, collections, or analysis. As the researchers conducted additional interviews in

Army Intelligence and the CIA, additional tasks, KSAs, and traits were added to the spreadsheets

as necessary.

Each interview/focus group transcript provided the data for the spreadsheets. The

researchers reviewed each interview transcription and recorded every instance of a knowledge,

skill, ability (KSA), or trait requisite for each task. The result was a frequency display for KSAs

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and traits according to organization/agency and in aggregate. Some KSAs and traits appeared as

outliers; in some cases they were subsets of a larger KSA or trait category, and in other cases

they were anomalous to a particular interview that could not be generalized across CI. These

outliers were either combined with the broader category or eliminated from the KSA or trait

listing.

MAPPING COMPETENCIES TO KSAs

After completing the interviews, the researchers began to review the KSA categories

listed on the two comprehensive spreadsheets for journeymen and supervisors in order to

pinpoint competency categories for the KSAs. The researchers identified potential competencies

from the:

• Office of Personnel Management, Delegated Examining Operations Handbook, Appendix

F: Multipurpose Operational Systems Analysis Inventory – Close-Ended,

• Army Civilian Training, Education and Development System Plan, Appendix A, Master

Training Plan Competencies,

• United States Army Military Police School Analytical Investigative Tools, CD 19-10,

Version 1.0 (2001),

• Thinking in the classroom: A survey of programs (1986), by P. Chance, New York:

Teachers College, Columbia University.

In cases where competencies were not evident from these sources, the researchers developed an

appropriate competency category and description. Appendix 2 provides a complete listing and

description of the competencies for journeymen and supervisors.

Two new spreadsheets were created (for journeymen and for supervisors) that listed

competencies across the "x" axis (heading row) and KSAs in the "y" axis (first column). Each

competency was mapped to applicable KSAs listed on the spreadsheet by asking the questions:

• Is this competency required for the knowledge to _[x]_?;

• Is this competency required to have the skill to _[x]_?; or

• Is this competency required to be able to _[x]_?

An indicator of "1" was placed in every cell on the spreadsheet where a competency mapped to a

knowledge, skill, or ability. Appendix 3 provides a complete listing of the competencies and the

KSAs for both journeymen and supervisors.

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At this point, traits were maintained on a separate listing and not included in competency

mapping. Since a primary purpose of this study was to identify CI core competencies for the

purpose of establishing training standards, traits were excluded from competencies since they are

more likely to be inherent in individuals and less likely to be trainable (although training may

enhance a particular trait). Traits will be useful for defining the typical "successful" CI

professional for recruitment and retention, however traits are not combined with KSAs to define

training requirements in this study.

MAPPING COMPETENCIES TO TASKS

The results of CI competencies to tasks mapping are addressed in Volume 2. In this

phase of analysis, the task listing was refined to a manageable representation of tasks for

journeymen and for supervisors. Many of the tasks reported in the interviews were related and

were grouped into general task categories. After the journeymen tasks were grouped into general

categories, they were organized according to universal tasks or tasks specific to a CI function.

Two new spreadsheets for journeymen and supervisors were developed to map the

competencies to the task categories. The task categories were grouped on the "y" axis (first

column) according to tasks universal to all functions and then those unique to a specific function.

The competencies were displayed across the first heading row ("x" axis). Each competency was

mapped to applicable task listed on the spreadsheet by asking the question: Is this competency

required to do _[x task]__? An indicator of "1" was placed in every cell on the spreadsheet where

a where a competency mapped to a task.

A final spreadsheet for displaying and mapping tasks and KSAs with the competencies

required a display of an x, y, and z axis. This phase provided a finer granularity of analysis that

identified competencies requisite for specific KSAs and tasks both universally as well as by

function.

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LITERATURE REVIEW HISTORICAL BACKGROUND

Although directives, reviews, and commissions have exhorted the need for improved

community-wide CI training, education, and career development, little attention has been given

to connecting job competencies to training, education, and professional development – a

requisite for building a competent CI workforce. Beginning 15 years ago with the National

Security Review 18 (NSR-18), Strategy for Counterintelligence and Security Measures in the

1990's, 20 June 1990; PDD-24, U.S. Counterintelligence Effectiveness, 3 May 3 1994; and the

accompanying PRD-44, Report to the President on U.S. Counterintelligence Effectiveness,

improvements to CI training and career development were addressed and recommended as CI

emerged from the Cold War.

NSR-18 contains several references to the improvement of CI training and career

development throughout the community. The review committee statements are available in the

classified version.

In addition, the review committee discussed and made the following recommendations to

enhance CI effectiveness through training:

DISCUSSION: Offensive CI training is an integral part of our national security strategy,

equipping and motivating U.S. government personnel to counter the foreign threat. The

current CI training among the U.S. Government agencies that conduct CI operations

varies both in quality and quantity and needs improvement.

RECOMMENDATION: The AG/CI should examine the feasibility of a coordinated and

centralized program for offensive CI training funded by the various CI agencies to exploit

fully the unique and singular expertise of individual IC agencies.

Additional committee CI training recommendations are available in the classified

version.

Although NSR-18 made specific recommendations to CI training in 1990, few, if any,

changes occurred. However, in 1994, as the Ames case heightened concerns about threats to

national interests, PRD-44, Report to the President on U.S. Counterintelligence Effectiveness and

PDD-24, U.S. Counterintelligence Effectiveness recommended and established the National

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Counterintelligence Center (NACIC). Additional background information is available in the

classified version of this study report.

Yet, once again, community CI education, training, and professional development

changed little over the next years. CI training continued to be developed in knee-jerk response to

events without consideration to community standardization, interoperability, or workforce

competencies. Although NACIC provided some awareness training for the community, these

efforts still did not contribute to community training standards and workforce competencies as

called for in NSR-18.

By December 28, 2000, the President issued PDD-75, US Counterintelligence

Effectiveness – Counterintelligence for the 21st Century, to address “expanded and diversified

threats to our national security.” This PDD directed establishment of a counterintelligence

system to include the Office of the National Counterintelligence Executive (ONCIX) and

provided the direction to meet the “challenges of a threat environment made more complex by

the global and interconnected information age. The Office, under the direction of the CI

Executive [was to] develop and deploy the following capabilities [that included] national CI

training and education functions.” Through its training and education oversight, the ONCIX was

directed to “develop policies for CI training and professional development for CI investigators,

operators, and analysts.”

In 2002, Congress enacted the Counterintelligence Enhancement Act of 2002

establishing the ONCIX in statute. In Section 904(e)(7)(D) entitled, “National

Counterintelligence Outreach, Watch, and Warning” - Training and Professional Development,”

ONCIX is tasked “to develop policies and standards for training and professional development of

individuals engaged in counterintelligence activities and to manage the conduct of joint training

exercise for such personnel.”

Two years later the Intelligence Reform and Terrorism Prevention Act of 2004 directed

that the Director of National Intelligence (DNI) “shall prescribe, in consultation with the heads

of other agencies or elements of the intelligence community, and the heads of their respective

departments, personnel policies and programs applicable to the intelligence community that…set

standards for education, training, and career development of personnel of the intelligence

community.” As part of the restructuring of the intelligence community, the ONCIX was aligned

under the ODNI. Thus, the ONCIX authority to establish CI education, training, and

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professional development standards was reiterated once again, and reinforced in the National

Counterintelligence Strategy of the United States, March 2005, in the section, “Building a

National Counterintelligence System.” The Strategy states:

The training and education of collectors, analysts, investigators, and operators in

the counterintelligence community has not always been

equal to the performance we have demanded of them. The complexity

of this subject requires a mastery of many disciplines and skills. The

counterintelligence profession needs a set of common standards across many

counterintelligence missions. We need to reach across departments and agencies

to find centers of training excellence, address deficiencies, and upgrade the

availability and uniformity of training.

Most recently the President's Commission on the Intelligence Capabilities of the United

States Regarding Weapons of Mass Destruction Report, 31 March 2005 states in Chapter 11 on

Counterintelligence, “we recommend that the NCIX assume the power and responsibility

to….establish common training and education requirements for counterintelligence officers

across the Community, and expand cross-agency training.”

As evident in these various documents, the demand for common CI education, training,

and professional development standards has been consistently addressed over the past fifteen

years. Although this trail of documents has included NSRs, PDDs, Acts, and a President’s

Commission Report, an authoritative source of core CI competencies identified through

structured research has been absent. As a result, CI workforce training has continued with lack

of standardization or alignment to documented core competencies.

PAST EFFORTS

Although this research study of CI competencies is the first detailed examination of its

kind for the CI discipline, in July 2002 the NCIX contracted MPRI to conduct An Assessment of

Counterintelligence Training and Professional Development. MPRI’s final assessment report

was released January 2003. Specifically, their assessment was to accomplish the following:

• Review, analyze, and assess current CI training throughout the CI Community including

the relevance of basic and advanced CI training to the needs of the 21st century.

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• Make recommendations regarding future CI training, including establishment of a

National CI Training Academy and information to support a cost/benefit analysis and to

support a decision regarding outsourcing of training.

• Develop an implementation and monitoring plan for approved recommendations.

The assessment team identified 16 potential issues to be addressed in their work. These

issues included:

• Mission and priority of CI and CI professional training within the organization.

• Process for identification, development, and validation of training needs and development

of related curriculum.

• Standards for certification of training courses.

• Availability of training to investigators, operators, analysts, linguists, surveillance

personnel, new employees, and senior management officials.

• Relevance, effectiveness, quality, evaluation, and adequacy of current training.

• CI Community core competencies

• Joint/interagency training and coordination among US Government agencies.

• Actual cost of current CI professional training.

• Adequacy of current resources, both money and personnel.

• The selection process for trainees and trainers.

• The impact of training on career and professional development within the CI Community.

• Standards for certification of course completion by individual students.

• Retention of trained personnel in the CI discipline.

• Future CI professional training needs and relevance of CI professional training to 21st

Century needs.

• The valued of a National CI Training Academy to provide baseline CI professional

training and overcome parochialism within the CI Community.

• The cost effectiveness, advantages, and disadvantages of outsourcing professional CI

training.

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According to the assessment document released in January 2003, “the team

collected data via meetings with NCIX representatives; the NCIX CI Training Working Group;

document reviews; questionnaires and surveys; and interviews with CI program executives,

operational, training, and field managers, instructors, field operational personnel, and analysts.”

The actual protocols and raw data (numbers of personnel interviewed, format/protocols followed,

and statistical results; questionnaire and survey documents and results; and analytical

methodology) used to draw conclusions were not provided in the assessment report; therefore, it

is not possible to independently evaluate MPRI’s assessments and recommendations. However,

their findings and recommendations are worth consideration within the parameters of this

ONCIX study of the Fundamental Elements of the CI Disciplines. While MPRI assessed a broad

scope of 16 CI training and professional development issues, the ONCIX study is focused on

identifying core CI competencies and defining CI for career development purposes; therefore

MPRI’s most relevant findings and recommendations noted in this report are those associated

with competencies, skills, needs assessments, etc.

As an assessment project, the MPRI findings and recommendations do not

authoritatively define the core competencies for CI through structured research protocols.

However, in the Annex F – Core CI Competencies section, the assessment report recommends

that “NCIX, in consultation with CI Community agencies, identify core CI competencies that can

form the basis for development of interagency training.” From their interviews for the

assessment, the following items were most often mentioned as skills every CI professional

should possess, irrespective of agency affiliation:

• Knowledge of national CI structure and agency missions

• Knowledge of interagency memoranda of understanding and procedures

• Knowledge of foreign intelligence service or terrorist group culture and tradecraft

• Basic investigative and operational techniques and tools

• Asset development and handling (including difference between liaison and

clandestine sources)

• Asset validation

• Liaison

• Interviewing and debriefing techniques

• Surveillance and countersurveillance

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• Principles of collection and analysis

• Research and technology protection

• Operational cycle for double agent operations

• Operations security

• Legal aspects of investigations, including Executive Order 12333, the Attorney

General Guidelines, and the Foreign Intelligence Surveillance Act

• Joint and interagency operations

• Listening, communication, and writing skills

• Knowledge of CI terminology

• Reporting procedures and methods

• Classification and dissemination rules

In the assessment Part II – Key Findings, three points specifically highlight

the significance of the current ONCIX study of CI core competencies:

• There is a significant shortfall in the amount of training offered to CI analysts and

few courses tailored to their specific needs;

• There is no rigorous process to identify and validate training needs;

• There is need for more interagency training and exercises, particularly where

operational interests intersect or core competencies are involved.

These shortfalls within community CI training directly relate to the lack of systematic

work done to identify the core CI competencies. Once the core competencies are defined, they

will provide the foundation from which CI training and development offerings arise.

Part IV – An Assessment of CI Training and Professional Development: Section C. CI

Professional Training Needs, provides more detail of these points. For example, MPRI notes

that “there are more than three-dozen subjects that CI agents and operators identified as specific

areas of need, many of which are not being sufficiently addressed in CI Community training

programs…With rare exceptions, training needs across the CI Community are not being

determined through any systematic process. Job task analyses are not being conducted or used as

a basis for course development and delivery.” The seven categories of training reported in the

assessment are as follows:

1. Basic Operational CI Techniques and Skills

2. Advanced or Specialized CI Topics

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3. Advanced Language Training

4. Training for Non-operational CI Personnel

5. Leadership and Management-Related Training

6. Legal and Administrative Training

7. Defensive CI Awareness Training

Specific training sub-topics related to knowledge, skills, or abilities are provided within

each category with some brief discussion in the assessment report. However, the “training sub-

topics” in the assessment are not core competencies, but in some cases they are a component of a

competency (for example, interrogation skills, interviewing skills, history of CI) that has been

identified and will be discussed in the results section of this report.

Finally, in Part V – Recommendations Regarding Future CI Training

and Professional Development, MPRI provides a list of “qualities and attributes of the ideal CI

professional that should be enhanced or generated through education and training.” These

“qualities and attributes” cover a variety of knowledge, skills, abilities, and traits that can be

found in a competency. MPRI caveats its list by stating, “the qualities and attributes of the ideal

CI professional, in our view,” are:

• The ability for critical thinking;

• Excellent interpersonal skills;

• Excellent communications skills, both orally and in writing;

• Knowledge of CI skills, from basic to advanced, that is appropriate to individual’s

level of responsibility and duty assignment;

• Thorough familiarity with adversary culture, capabilities, and methods of

operation;

• Knowledge of US CI Community agencies, missions, and capabilities;

• Awareness of the information requirements of other CI Community agencies;

• Ability to properly report information of value;

• Willingness and ability to operate in an interagency environment;

• Knowledge about available investigative, operational, and analytical tools;

• Knowledge about sources of information, particularly on classified and

unclassified computer networks;

• Knowledge about the legal aspects of CI;

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• Expertise in the use and vulnerabilities of information technology;

• Sufficient knowledge to work with computer forensics and other CI technical

experts; and

• Ability to work in a foreign operational environment.

Although MPRI does not supply supporting data or the analytical

method used for their assessment findings and recommendations, MPRI indicates that the

assessment is the result of CI community interviews, surveys, and questionnaires. As such, the

MPRI assessment findings and recommendations provide useful information in comparing

results and conclusions in this competency study.

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RESULTS AND CONCLUSIONS As displayed in Appendix 3, the results of refining the interview data produced a list of

17 CI core competencies for journeymen and for supervisors. These CI core competencies are

defined as universal regardless of CI function performed or organization/agency affiliation. The

documented KSAs and competencies in this appendix, in addition to the Task/Competency

spreadsheets and accompanying lists discussed in Volume 2, provide the necessary data to

baseline universal CI training requirements at the journeyman and supervisory levels. Additional

analysis of KSA, task, and competency data specific to CI functional areas will provide the

necessary foundation to build upon the universal competencies discussed in this volume and to

map specific CI training course objectives to competencies linked to both job tasks and KSAs.

A total of 192 discreet KSAs were identified from the interviews. However, since the

interviewees’ emphasis on specific KSAs and tasks did not necessarily represent community-

wide emphasis due to agency-specific mission, interviewees’ function, level of experience and

expertise, the researchers did not weight the universal core competencies. The researchers did

analyze the interviews for repetitive/similar KSAs, tasks, and competencies across the

represented agencies/organizations and functions; therefore, the final listing of competencies are

representative of common threads across the functions, expertise levels, and

organizations/agencies interviewed and can be considered universal core competencies.

The supervisor list of universal CI core competencies represents only the competencies

that relate directly with management and leadership in CI. Competencies that are general for any

management and leadership position are not included since these competencies are addressed by

the organizations/agencies through their internal training and leadership development programs

(such as the Kellogg School, Harvard Business School, Eastern Management Development

Center, Federal Executive Institute).

For a complete detailing of the research results, Appendix 3 displays the CI KSAs that

are supported by each of the universal core competencies. For example, “Reading

Comprehension” contains 43 KSAs supported by the reading comprehension competency. In

other words, the first KSA item listed, “Laws and Constitution,” requires competency in reading

comprehension to understand written laws and the Constitution. However, to assist the reader, a

quick reference to core competencies follows below without the lengthy appendix KSA listing:

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Journeyman Universal Core CI Competencies

• Reading Comprehension

• Written Communication

• Oral Communication

• Creative Thinking

• Analytical Thinking

• Critical Thinking

• Decision Making

• Teambuilding/Teamwork/Collaboration

• Interpersonal Skills

• Planning

• Evaluation and Critique

• Subject Matter Expertise

• Laws, Policies, Procedures and Jurisdictions

• Concept Facilitation/Influencing/Negotiating

• Automated Data Systems

• Risk Management

• Customer Awareness

Leadership & Management Universal Core CI Competencies




• Strategic Thinking

• Decision Making

• Problem Solving

• Collaboration

• Conflict Management

• Customer Service

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• Communications

• Intelligence Awareness (Laws and Policy, Technical, etc.)

• Talent Management

• Teamwork/Teambuilding/Leadership

• Resource Management

• Leading Change/Vision

• Ethics, Commitment, Integrity and Accountability

• Continuous Learning

PREPARING THE NOVICE FOR THE JOURNEYMAN

In order to align CI training with core competencies that prepare the workforce with the

requisite KSAs to perform their job tasks and function, a baseline of community-wide training

requirements must be established for the novice and journeyman levels. This will ensure that a

common foundation of basic CI universal competencies is “trained to” and required across the CI

community.

As each of the universal core competencies is considered with its corresponding KSAs, a

logical hierarchy of education and training is apparent. At the foundational level, there are

competencies that should be brought to the job upon entry (entry can be first job or first job

within CI). These competencies can be enhanced over time, however recruitment of potential CI

personnel should include identifying the candidates most likely to succeed through a review of

scholastic records, past job performance, interview, writing samples, written exam, Myers

Briggs, Keirsey Temperament, etc. The universal core competencies for the entry level are:

• Reading Comprehension

• Written Communication

• Oral Communication




• Decision Making

• Teambuilding/Teamwork/Collaboration

• Interpersonal Skills

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Competency in each of the domains listed above is necessary in order for the individual

to progress with training to the journeyman level and successfully perform in CI. As the reader

reviews the KSAs mapped to these competencies in Appendix 3, it is apparent that the KSAs

also take on a hierarchy of priority/importance. For example, KSAs related to laws, policy,

procedures, how to communicate with agencies of the CI community, and where to find

data/sources of information are all critical KSAs to have for any level of CI performance.

However, KSAs such as interviewing skills, liaison, and assessing people are KSAs that will be

enhanced over a period of time as the individual progresses from entry level to journeyman.

As the individual receives training and education to progress in the KSAs supported by

the competencies above, additional competencies are required to grow within the journeyman

level. This group of competencies includes:

• Planning

• Evaluation and Critique

• Subject Matter Expertise

• Concept Facilitation/Influencing/Negotiating

• Automated Data Systems

• Risk Management

• Customer Awareness

The KSAs supported by this group can also be prioritized as was done for the entry level.

For example, knowledge of analytical methods and approaches would be essential much earlier

than the ability to train/mentor others or manage a team.

As each KSA in both the first and second competency lists is considered, there should be

evidence in the community that it is being trained or taught at the appropriate time and in the

sequence to provide the greatest potential for understanding and incorporation into the CI job

function (just-in-time-training). While some preliminary sequencing and prioritization is

possible at this juncture, a clearer landscape for documenting systematic CI training will be

evident after completing the matrix of tasks, KSAs, and competencies together. This process of

matrixing the 192 KSAs against CI tasks will order the data into groupings that can be prioritized

into a logical sequence to focus and guide CI training across the community. Although data will

be structured in this final step before sequencing training curricula, the CI community will

benefit from the results of this first volume by having a baseline for evaluating training programs

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and education of the workforce against essential KSAs and competencies to identify gaps and

redundancies.

PREPARING FOR A CI LEADERSHIP AND MANAGEMENT ROLE

The supervisor KSAs mapped to the competencies in Appendix 3 displays KSAs that are

inherently related to CI. As previously noted, general leadership and management KSAs are not

included in this report because research, documentation, and career development already exists

in this general area. The purpose of this work is to focus on the competencies and KSAs that are

essential to CI supervision.

As in the previous novice/journeyman section, CI supervision also possesses two levels

of competencies. The first level competencies are essential for the beginning supervisor and

should be addressed in training as the individual prepares for a position of leadership and

management. Note that some of the competencies for supervisors are repetitive from the

journeyman list since supervisory KSAs map to them. The essential competencies for entry-level

supervision are:




• Decision Making

• Problem Solving

• Collaboration

• Customer Service

• Communications

• Intelligence Awareness (Laws and Policy, Technical, etc.)

• Teamwork/Teambuilding/Leadership

• Ethics, Commitment, Integrity and Accountability

• Continuous Learning

As the first-line CI supervisor gains leadership and management KSAs and prepares for

the mid-level and senior levels of management and leadership, training and education should

support the following second level of competencies:

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• Strategic Thinking

• Conflict Management

• Talent Management

• Resource Management

• Leading Change/Vision

The same process of sequencing training discussed in the journeyman section will follow

with the supervisor competencies, KSAs, and tasks. A hierarchy and logical sequencing of

training and education for the competencies and KSAs will be established upon completion of

the tasks, KSAs, and competencies mapping. Until this phase of data refinement is complete, the

competencies and KSAs in Appendix 3 provide the guide to baseline existing training for CI

supervisors and to identify gaps and redundancies.

COMMENTARY

Although preliminary results of this research study are not unexpected, this is the first

systematic study conducted to authoritatively define the competencies, KSAs, and tasks that are

common throughout the CI community in order to standardize critical training and education.

The listing of the KSAs and competencies represents the result of data collected from extensive

interviews and reviews of reference material that have been released on intelligence and CI

jobs/functions. Although some variations in terminology appear among agencies and

organizations, the research results from this study correlate with related areas in draft versions

of:

• FBI Special Agent Career Track Model (3 levels) competencies and developmental

opportunities;

• Draft Standards Descriptions – IC Working Group on Leadership Standards for

Training, Education, and Career Development;

• Draft Standards Descriptions – ICTEB Working Group on Standards for the Training,

Education, and Career Development of IC Analysts; and

• DIA Production Career Service Program Core Competencies Guide of Analysts, May

2000.

The results of this study were presented and discussed in a meeting of the

Counterintelligence Professionalization Steering Committee, 6 January2006, whose members

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represent executive CI leadership in the agencies/organizations used in this study. The Steering

Committee identified some immediate applications for the study results and anticipated the

release of Volume 2 that will present core competencies linked with CI functions.

The most immediate application for this study will be its use in establishing a baseline of

universal CI training standards. With a set of defined core competencies across the CI

community regardless of job function, the community will be able to begin training its workforce

with a common frame of reference. Volume 2 will address the core competencies for specific

functions and will use this volume as it basis.

In addition to the short-term improvements to CI training established by aligning training

with core competencies, a long-term result of this study will be the creation of tiered training to

develop the workforce in CI careers. The standardization of training to the universal and

functional competencies at milestones within an individual’s career in CI will “professionalize”

the CI discipline and create consistency across the community regardless of agency or

organizational affiliation. In addition to the CI training common across the community, each

organization/agency will continue to provide training that is required for their unique missions

(for example, CI support to force protection). These unique training requirements are not part of

this study.

With standardized professional expectations, the CI community will be positioned to

collaborate with the academic community to build the future workforce. Academic programs

can be developed that will prepare students for careers in CI and will provide a basis for

recruitment by offering courses focused on developing CI competencies. Early development of

the CI workforce will ensure continuity and leadership.

THE NATIONAL COUNTERINTELLIGENCE INSTITUTE

The CI training standards created as a result of this study will be established and

implemented through the National CI Institute (NCI). The NCI, an arm of the NCIX, has been

established as an integral component of the ODNI National Intelligence University (NIU)

System to lead the CI community in enhancing the performance, interoperability and

professionalization of the CI cadre as part of the larger strategy for the intelligence workforce.

The National Counterintelligence Institute, will:

• develop and establish training and professional development standards;

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• conduct annual peer evaluation of compliance and effectiveness of training programs

against community standards;

• document community requirements and develop programmatic responses;

• create a joint CI professional development and leadership program with joint training and

exercise components; and

• support research initiatives and develop a CI knowledge base.

Creating the NCI and using the results of this study offer not only the CI Community, but the

Intelligence Community long-term benefits as follows:

• Creates a national focus for the “profession” of counterintelligence.

• Establishes a community center of gravity for joint strategic workforce development.

• Lends visibility to training and developmental requirements.

• Facilitates collaboration with academic, training, and research institutions.

As a vehicle for implementing CI workforce professional and training standards, synergy

among the NCI functions will provide continuous research and evaluation, program

development, and professional development for the CI community.

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LIST OF SOURCES An Assessment of Counterintelligence Training and Professional Development. MPRI.

January 2003.

Analytical Investigative Tools, CD 19-10, Version 1.0. 2001. United States Army Military Police

School.

Army Civilian Training, Education and Development System (ACTEDS) Plan – Appendix A,

Master Training Plan (MTP) – Competencies. May 2001. Retrieved Sep2005 from

http://cpol.army.mil/library/train/acteds/CP_35/app-a.html.

Baseline Definition of the Security Profession. PERSEREC. September 23, 2002.

Bassi, Laurie J., Jens Ludwig, Daniel P. McMurrer and Mark Van Buren. Profiting from

Learning: Do Firms' Investments in Education and Training Pay Off? ASTD Research

White Paper, September 2000.

Chance, P. Thinking in the classroom: A survey of programs. 1986. New York: Teachers

College, Columbia University.

Civilian Professional Development Program (CPDP), General Military Intelligence, Core

Competencies for Senior Level Professionals. Retrieved Sep2005 from

http://www.pacom.ic.gov/~dst/jicnet/training/CPDPSeniorGMI.cfm.

Core Competencies Guide for Analysts. DIA Production Career Service Program. May 2000.

Counterintelligence Enhancement Act. Public Law 107-306. November 27, 2002.

Delegated Examining Operations Handbook. Office of Personnel Management. 2003. Retrieved

Sep05 from http://www.opm.gov/deu/Handbook_2003.

Human Capital: A Guide for Assessing Strategic Training and Development Efforts in the

Federal Government. GAO. July 2003.

Intelligence Essentials for Everyone. Occasional Paper Number 6. Joint Military Intelligence

College. June 1999.

Intelligence Reform and Terrorism Prevention Act of 2004. Public Law 108-458. December 17,

2004.

Murphy, Charlie P. Professional Development is for All Analysts. Communique, June 2004.

National Security Review 18, June 20, 1990. Secret. CLBY: 2136464, DECL OADR, DRV MIS

1-87

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http://cpol.army.mil/library/train/acteds/CP_35/app-a.html

http://www.pacom.ic.gov/~dst/jicnet/training/CPDPSeniorGMI.cfm

http://www.opm.gov/deu/Handbook_2003


Preferences and Priorities for Professional Development in the Security Workforce: A Report of

the Professional Development Survey. PERSEREC. January 2004.

Presidential Decision Directive/NSC-24, May 3, 1994.

Presidential Decision Directive/NSC-75, December 28, 2000.

Presidential Report Directive-44, April 24, 1994. Secret.

President's Commission on the Intelligence Capabilities of the United States Regarding Weapons

of Mass Destruction Report, Chapters 10 and 11. March 31, 2005.

Special Agent Career Track Model, Federal Bureau of Investigation. September 2005 draft

version.

Standards Descriptions – IC Working Group on Leadership Standards for Training, Education,

and Career Development. September 2, 2005 draft version.

Standards Descriptions – ICTEB Working Group on Standards for the Training, Education, and

Career Development of IC Analysts. August 18, 2005 draft version.

State of the Industry, ASTD's Annual Review of Trends in Workplace Learning and Performance.

American Society for Training and Development (ASTD). 2004.

State of the Industry, ASTD's Annual Review of Trends in Workplace Learning and Performance.

American Society for Training and Development (ASTD). 2005.

Supervisors in the Federal Government: A Wake-up Call. OPM, Office of Merit Systems

Oversight and Effectiveness. January 2001.

The Federal Bureau of Investigation's Efforts to Hire, Train, and Retain Intelligence Analysts.

U.S. Department of Justice, Office of the Inspector General, Audit Division. Audit

Report 05-20, May 2005.

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APPENDIX 1

CI JOURNEYMAN INTERVIEW FORMAT INTERVIEW____________________________________ DATE:______________________ Background: # years in CI___________ in what primary capacity?_________________ in what agency/organization?____________________________ Defining the Profession 1. According to the definitions provided, in which definition would Counterintelligence most apply? 2. If Counterintelligence is __________, what are its core ___________? Defining the Workforce 3. In what _________ does your job fit? 4. Within the _________you identified in #3, what are its major elements? Defining Workforce Competencies 5. What do you view as the major tasks within the functional elements of your _________? 6. What skills must a person possess to successfully carry out these tasks? 7. What abilities and traits must a person possess to successfully carry out these tasks? 8. What knowledge must a person possess to successfully carry out these tasks? Transforming Counterintelligence 9. As you look forward in the coming five years, what core competencies – skills, abilities, traits, knowledge – do you envision being most critical to CI.

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UNCLASSIFIED

Fundamental Elements: Competencies CI SUPERVISOR INTERVIEW FORMAT

INTERVIEW ___________________________________ DATE: ____________________ Background: # years in CI _________ in what primary capacity? ________________________________ in what agency/organization? _____________________________________ Defining the Profession 1. According to the definitions provided, in which definition would Counterintelligence most apply? 2. If Counterintelligence is __________, what are its core ___________? Defining the Workforce 3. In what _________ does your job fit? 4. Within the _________you identified in #3, what are its major elements? Defining Leadership and Workforce Competencies 5. What do you view as the major tasks for a supervisor/manager within the functional elements of your _________? 6. What skills must a manager possess to successfully carry out these tasks? 7. What abilities and traits must a manager possess to successfully carry out these tasks? 8. What knowledge must a manager possess to successfully carry out these tasks? 9. As a manager, what knowledge, skills, and abilities do you need your subordinates to demonstrate? Transforming Counterintelligence 10. As you look forward in the coming five years, what core competencies – skills, abilities, traits, knowledge – do you envision being most critical to leaders in the CI community? 11. How can training best adapt to support the needs of CI leaders in the next five years?

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UNCLASSIFIED

Fundamental Elements: Competencies

APPENDIX 2

JOURNEYMAN UNIVERSAL CI CORE COMPETENCIES

Title Description Reading Comprehension Understands and interprets written material, including

technical material, rules, regulations, instructions, reports, charts, graphs, or tables; applies what is learned from written materials to specific situations. *

Written Communication Recognizes or uses correct English grammar, punctuation, and spelling; communicates information (for example, facts, ideas, or messages) in a succinct and organized manner; produces written information, which may include technical material that is appropriate for the intended audience. *

Oral Communication Expresses information (for example, ideas or facts) to individuals or groups effectively, taking into account the audience and nature of the information (for example, technical, sensitive, controversial); makes clear and convincing oral presentations; listens to others, attends to nonverbal cues, and responds appropriately. *

Creative Thinking Uses imagination to develop new insights into situations and applies innovative solutions to problems; designs new methods where established methods and procedures are inapplicable or are unavailable. *

Analytical Thinking Applies an organized mental process to derive meaning from collected information. Compare, contrast and review data, looking not only at what is there, but what is missing. **

Critical Thinking Analyzes facts, generates and organizes ideas, defends opinions, makes comparisons, draws inferences, evaluates arguments and solves problems. ***

Decision Making Makes sound, well-informed and objective decisions; perceives the impact and implications of decisions; commits to action, even in uncertain situations, to accomplish organizational goals; causes change, accomplishes goals; monitors progress and evaluates outcomes. *

Teambuilding/Teamwork/ Collaboration

Encourages and facilitates cooperation, pride, trust, and group identity; consistently develops and sustains cooperative working relationships; fosters commitment and team spirit; works with others to achieve goals; coaches, mentors and challenges subordinates. ****

Interpersonal Skills Shows understanding, friendliness, courtesy, tact,

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UNCLASSIFIED

Fundamental Elements: Competencies empathy, concern, and politeness to others; develops and maintains effective relationships with others, may include effectively dealing with individuals who are difficult, hostile, or distressed; relates well with people from varied backgrounds and different situations; is sensitive to cultural diversity, race, gender, disabilities, and other individual differences. *

Planning Organizes work, sets priorities, and determines resource requirements; determines short- or long-term goals and strategies to achieve them; coordinates with other organizations or parts of the organization. *

Evaluation and Critique

Develops and determines quality of projects, products, or performance by comparison against standards or objectives or customer requirements. ****

Subject Matter Expertise Understands the history, culture, geography, language and customs of countries being studied or targeted. Thoroughly understands the history of, as well as current methods of operation used by, foreign intelligence services within the area of expertise.

Laws, Policies, Procedures and Jurisdictions

Understands US laws and statutes that govern intelligence and counterintelligence operations, to include the US Constitution, and use of the Freedom of Information and Privacy Acts. Understands applicable Executive Orders, Federal laws and agency regulations and policies. ****

Concept Facilitation/ Influencing/ Negotiating

Persuades others; builds consensus through give and take; gains cooperation from others to obtain information and accomplish goals; facilitates “win-win” situations. ****

Automated Data Systems

Understands and uses basic concepts, procedures and capabilities of intelligence communications systems, intelligence information systems, and supporting databases and networks applicable to career area, specialty and agency. Uses computers to satisfy informational needs and to satisfy job requirements. Manipulates computer data to produce complex analysis. ****

Risk Management Applies rigorous assessment of potential threats against potential gains in operational situations to determine the level of risk created by executing proposed actions.

Customer Awareness Understands the full range of customer, roles, responsibilities, processes and needs. Knows the programs and projects of each specifically supported organization, its mission and functions; the processes and procedures by which it fulfills its missions; and how the integration of intelligence and threat contributes to the conduct of the mission. ****

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Fundamental Elements: Competencies * Office of Personnel Management, Delegated Examining Operations Handbook, Appendix F: Multipurpose Operational Systems Analysis Inventory – Close- Ended** United States Army Military Police School (2001). Analytical Investigative Tools, CD 19-10, Version 1.0 *** Chance, P,(1986). Thinking in the classroom: A survey of programs, New York: Teachers College, Columbia University **** Army Civilian Training, Education and Development System Plan, Appendix A, Master Training Plan Competencies

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UNCLASSIFIED


LEADERSHIP & MANAGEMENT UNIVERSAL CI CORE COMPETENCIES

Title Description Critical Thinking Analyzes facts, generates and organizes ideas, defends

opinions, makes comparisons, draws inferences, evaluates arguments and solves problems. *

Analytical Thinking Applies an organized mental process to derive meaning from collected information. Compare, contrast and review data, looking not only at what is there, but what is missing. **

Creative Thinking Uses imagination to develop new insights into situations and applies innovative solutions to problems; designs new methods where established methods and procedures are inapplicable or are unavailable. ***

Strategic Thinking Formulates effective strategies consistent with the business and competitive strategy of the organization in a global economy; examines policy issues and strategic planning with a long term perspective; determines objectives and sets priorities; anticipates potential threats or opportunities. ***

Decision Making Makes sound, well-informed and objective decisions; perceives the impact and implications of decisions; commits to action, even in uncertain situations, to accomplish organizational goals; causes change, accomplishes goals; monitors progress and evaluates outcomes. ***

Problem Solving Identifies problems; determines accuracy and relevance of information; uses sound judgment to generate and evaluate alternatives, and to make recommendations. ***

Collaboration Encourages and facilitates cooperation, pride, trust, and group identity; consistently develops and sustains cooperative working relationships; fosters commitment and team spirit; works with others to achieve goals; coaches, mentors and challenges subordinates. ****

Conflict Management

Manages and resolves conflicts, grievances, confrontations, or disagreements in a constructive manner to minimize negative personnel or organizational impact. ***

Customer Service Works with clients and customers (that is, any individuals who use or receive the services or products that your work unit produces, including the general public, individuals, who work in the agency, other agencies, or

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Fundamental Elements: Competencies organizations outside the Government) to assess their needs, provide information or assistance, resolve their problems, or satisfy their expectations; knows about available products and services; committed to providing quality products and services. ***

Communications Recognizes or uses correct English grammar, punctuation, and spelling; communicates information in a succinct and organized manner orally and in writing; expresses information (for example, ideas or facts) to individuals or groups effectively, taking into account the audience and nature of the information; makes clear and convincing oral presentations; listens to others, attends to nonverbal cues, and responds appropriately; understands and interprets written material, including technical material, rules, regulations, instructions, reports, charts, graphs, or tables; applies what is learned from written materials to specific situations. ***

Intelligence Awareness (Laws and Policy, Technical, etc.)

Understands US laws and statutes that govern intelligence and counterintelligence operations (as they relate to the conduct of counterintelligence collections, analysis, operations, etc.), to include the US Constitution, and use of the Freedom of Information and Privacy Acts. Understands applicable Executive Orders, Federal laws and agency regulations and policies. ****

Talent Management Organizes and assigns work based on strengths and weaknesses of the available workforce; sets priorities and determines resource requirements; determines short- or long-term goals and strategies to achieve them; coordinates with other organizations or parts of the organization.

Teamwork/Teambuilding/Leadership

Works with others to coordinate and synthesize activities to produce required products; contributes to integrating individual team members with organizational objectives, developing cohesive teams and units; manages group processes; encourages and facilitates cooperation, pride, trust and group identity; works with others to achieve goals; coaches, mentors and challenges juniors/subordinates; adapts leadership style to a variety of situations. ****

Resource Management

Assess current and future resource and staffing needs based on organizational goals and budget realities; uses cost-benefit thinking to set priorities, then monitors expenditures of resources to support those priorities. ****

Leading Change/Vision

Takes a long-term view and acts as a catalyst for organizational change; builds a shared vision with others; influences others to translate vision into action. ****

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Fundamental Elements: Competencies Ethics, Commitment, Integrity and Accountability

Instills mutual trust and confidence’ creates a culture that fosters high standards of ethics; behaves in a fair and ethical manner toward others, and demonstrates a sense of corporate responsibility and commitment to public service. ****

Continuous Learning Grasps the essence of new information; masters new technical and business knowledge’ recognizes own strengths and weaknesses; pursues self-development; seeks feedback from others and opportunities to master new knowledge. ****

* Chance, P,(1986). Thinking in the classroom: A survey of programs, New York: Teachers College, Columbia University ** United States Army Military Police School (2001). Analytical Investigative Tools, CD 19-10, Version 1.0 *** Office of Personnel Management, Delegated Examining Operations Handbook, Appendix F: Multipurpose Operational Systems Analysis Inventory – Close- Ended**** Army Civilian Training, Education and Development System Plan, Appendix A, Master Training Plan Competencies

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APPENDIX 3

CORE COMPETENCIES/KSAs – JOURNEYMAN Reading Comprehension

Laws and Constitution Rules of evidence AG Guidelines Organizational policy/procedures Classification guidance/controls Intelligence Oversight Reporting requirements Standard evidence protocols of other agencies Use of all-source data Mastery of some area (academic achievement) Subject/target country area (geography and culture) Cases in target area History of the target country and FISS History of American Counterintelligence FISS Tactics, Techniques and Procedures Well-rounded through experience and education Foreign policy related to target country Fundamental understanding of terrorism Content specialization in your functional/geographic area Terrorist organizations being targeted Sources trends, acts, etc. Psychological instruments Reading Data-mining Prioritize data/information Recognize important details Structure data Sift/sort information Recognize and interpret/monitor trends/indicators Recognize anomalies/trouble spots/unresolved issues Validate data/information Correlate data from different sources Prioritize threats and targets Determine associations/links/relationships Build "storyboard" Recognize collections gaps Recognize significance of comments and fields in IIRs Determine what is actionable and what is not

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Fundamental Elements: Competencies Extract important information from volumes of data Validate research data Determine the reliability of info (SIGINT, HUMINT, etc) Use open sources Written Communication How to get originator release/downgrade of classified info Record-keeping Effective, clear, concise, accurate, and succinct writing Persuasive writing Detailed writing on key information Grammar Writing style flexible to audience Presentation and briefing Articulate thoughts clearly Communicate without revealing sources Communicate information to other agents Properly document information (e.g., for court) Outline information Comprehensive note taking Publication skills Structure data Provide perspective/context to CI issues Build "storyboard" Convey thoughts effectively Present points succinctly and logically - distill information Advocate a position/stand behind your research/work Market products and services Develop tailored testing strategies Provide direction Manage human sources Collaborate with others in other agencies Coordinate plans Objective reporting

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Fundamental Elements: Competencies Oral Communication Legal rights/warnings How to get originator release/downgrade of classified info What information is critical to decision-makers Where to find data/sources of information Language of target country Content specialization in your functional/geographic area Surveillance techniques What other agencies need How to communicate with agencies of the CI Community Know customer mission, equities protected and req’s for CI Attentive/active listening Grammar Presentation and briefing Articulate thoughts clearly Communicate without revealing sources Negotiation Interviewing skills/techniques (Reid, etc) Interrogation skills Communicate information to other agents Neuro-linguistics Comprehensive note taking Interpersonal skills Liaison Networking Teambuilding/teamwork Conflict resolution Elicitation Guide a conversation Rapport building Use of communication systems (STU-III, radios, etc.) Provide perspective/context to CI issues Assess people for targeting Assess asset's motivations Convey thoughts effectively Present points succinctly and logically - distill information Recognize deception through body language Advocate a position/stand behind your research/work Market products and services Ask questions that dig beneath the surface Ask the right questions Train/mentor/teach others Protect sources Manipulate/influence/exploit people Provide direction

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Fundamental Elements: Competencies Delegate Role play/act Motivate others Lead others Manage human sources Manage a team Persuade Build confidence in assets Collaborate with others in other agencies Develop relationships Coordinate plans Use and work with interpreters Ability to adapt approach/personality situationally Presence/Professionalism Objective reporting Control your emotions Be diplomatic Creative Thinking Use of all-source data Analytical methods and approaches Where to find data/sources of information Well-rounded through experience and education Surveillance techniques Effective, clear, concise, accurate, and succinct writing Persuasive writing Writing style flexible to audience Presentation and briefing Negotiation Interviewing skills/techniques (Reid, etc) Interrogation skills Use of analytical tools (link analysis, etc.) Data-mining Networking Elicitation Guide a conversation Rapport building "Blend into a crowd" Disguise Time management Organize processes/multi-task Predict/project Think analytically Develop hypotheses Determine associations/links/relationships

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Fundamental Elements: Competencies Build "storyboard" Assess people for targeting Market products and services Operational Planning Conceptualize Develop tailored testing strategies Inductive reasoning Think in abstract - look for what you don't know Perception Think laterally Think strategically Problem solving Ask questions that dig beneath the surface Ask the right questions Train/mentor/teach others Manipulate/influence/exploit people Role play/act Motivate others Lead others Manage human sources Manage a team Persuade Manipulate the environment Exploit vulnerabilities Capitalize on opportunities Resourcefulness Plan use of manpower and resources Ability to adapt approach/personality situationally Analytical Thinking What information is critical to decision-makers How to develop timelines How to build matrices Use of all-source data Analytical methods and approaches Where to find data/sources of information Know baseline activities (what is normal) Psychology/Behavioral analysis Sources trends, acts, etc. Effective, clear, concise, accurate, and succinct writing Persuasive writing Detailed writing on key information Articulate thoughts clearly Communicate without revealing sources Negotiation

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Fundamental Elements: Competencies Interviewing skills/techniques (Reid, etc) Interrogation skills Neuro-linguistics Outline information Comprehensive note taking Database manipulation Use of analytical tools (link analysis, etc.) Data-mining Elicitation Prioritize data/information Set priorities Time management Recognize important details Structure data Sift/sort information Organize processes/multi-task Recognize and interpret/monitor trends/indicators Recognize anomalies/trouble spots/unresolved issues Validate data/information Draw logical conclusions Choose means of analysis Predict/project Correlate data from different sources Think analytically Develop hypotheses Prioritize threats and targets Determine associations/links/relationships Build "storyboard" Recognize collections gaps Assess people for targeting Assess asset's motivations Recognize significance of comments and fields in IIRs Present points succinctly and logically - distill information Recognize deception through body language Operational Planning Conceptualize Anticipation and reaction Develop tailored testing strategies Inductive reasoning Deductive reasoning Determine what is actionable and what is not Think in abstract - look for what you don't know Think logically Perception Problem solving Ask questions that dig beneath the surface

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Fundamental Elements: Competencies Ask the right questions Extract important information from volumes of data Validate research data Determine the reliability of info (SIGINT, HUMINT, etc) Use open sources Assess risks Read people Manage human sources Manage a team Capitalize on opportunities Resourcefulness Recognize personal weaknesses and improve on them Ability to adapt approach/personality situationally Critical Thinking Which analytical tools to use What technology is admissible in court How to develop timelines How to build matrices Use of all-source data Analytical methods and approaches Reading Effective, clear, concise, accurate, and succinct writing Communicate without revealing sources Negotiation Interviewing skills/techniques (Reid, etc) Interrogation skills Properly document information (e.g., for court) Database manipulation Data-mining Interpersonal skills Driving techniques Observation skills Prioritize data/information Set priorities Time management Structure data Sift/sort information Organize processes/multi-task Validate data/information Draw logical conclusions Choose means of analysis Predict/project Think analytically Develop hypotheses

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Fundamental Elements: Competencies Prioritize threats and targets Build "storyboard" Recognize collections gaps Assess people for targeting Recognize significance of comments and fields in IIRs Operational Planning Conceptualize Anticipation and reaction Strategic planning Deductive reasoning Determine what is actionable and what is not Think in abstract - look for what you don't know Think logically Think strategically Problem solving Ask questions that dig beneath the surface Ask the right questions Validate research data Determine the reliability of info (SIGINT, HUMINT, etc) Use open sources Protect sources Assess risks Provide direction Lead others Manage a team Persuade Build confidence in assets Exploit vulnerabilities Capitalize on opportunities Resourcefulness Leverage technology Plan use of manpower and resources Recognize personal weaknesses and improve on them

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Fundamental Elements: Competencies Decision Making How to manipulate a database Which analytical tools to use What technology is admissible in court Who should receive what information What information is critical to decision-makers Use of all-source data Analytical methods and approaches Where to find data/sources of information Surveillance techniques Effective, clear, concise, accurate, and succinct writing Writing style flexible to audience Presentation and briefing Communicate without revealing sources Interrogation skills Properly document information (e.g., for court) Comprehensive note taking Data-mining Use of technology Interpersonal skills Liaison Conflict resolution Elicitation Guide a conversation Use weapons Driving techniques Read and follow a map Disguise Prioritize data/information Set priorities Time management Structure data Sift/sort information Organize processes/multi-task Recognize and interpret/monitor trends/indicators Draw logical conclusions Recheck work/conclusions Choose means of analysis Predict/project Correlate data from different sources Develop hypotheses Prioritize threats and targets Determine associations/links/relationships Build "storyboard" Recognize collections gaps

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Fundamental Elements: Competencies Assess people for targeting Present points succinctly and logically - distill information Recognize deception through body language Operational Planning Develop tailored testing strategies Strategic planning Determine what is actionable and what is not Think strategically Problem solving Ask questions that dig beneath the surface Ask the right questions Extract important information from volumes of data Validate research data Determine the reliability of info (SIGINT, HUMINT, etc) Use open sources Attention to detail Protect sources Assess risks Manipulate/influence/exploit people Provide direction Delegate Lead others Manage human sources Manage a team Persuade Exploit vulnerabilities Capitalize on opportunities Resourcefulness Leverage technology Plan use of manpower and resources Recognize personal weaknesses and improve on them Ability to adapt approach/personality situationally Objective reporting Maintain objectivity Control your emotions Be diplomatic

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Fundamental Elements: Competencies Teambuilding/Teamwork/ Collaboration Understand difference btwn CI and other intel disciplines Understand role/function of operators you support Who should receive what information How to get originator release/downgrade of classified info How collectors collect Where to find data/sources of information Reach-back capabilities Available enabling resources What other agencies need How to communicate with agencies of the CI Community Community roles Know customer mission, equities protected and req’s for CI Negotiation Communicate information to other agents Liaison Networking Teambuilding/teamwork Conflict resolution Operational Planning Train/mentor/teach others Work in austere environments Motivate others Lead others Manage a team Collaborate with others in other agencies Develop relationships Coordinate plans Use and work with interpreters

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Fundamental Elements: Competencies Interpersonal Skills How to get originator release/downgrade of classified info What other agencies need How to communicate with agencies of the CI Community Attentive/active listening Presentation and briefing Communicate without revealing sources Negotiation Interviewing skills/techniques (Reid, etc) Interrogation skills Communicate information to other agents Neuro-linguistics Interpersonal skills Liaison Networking Teambuilding/teamwork Conflict resolution Elicitation Guide a conversation Rapport building "Blend into a crowd" Assess people for targeting Convey thoughts effectively Present points succinctly and logically - distill information Advocate a position/stand behind your research/work Market products and services Control body language Train/mentor/teach others Read people Manipulate/influence/exploit people Develop trust Provide direction Role play/act Motivate others Lead others Manage human sources Manage a team Persuade Build confidence in assets Collaborate with others in other agencies Develop relationships Coordinate plans Use and work with interpreters Ability to adapt approach/personality situationally Presence/Professionalism

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Fundamental Elements: Competencies Be diplomatic Planning Which analytical tools to use What information is critical to decision-makers Analytical methods and approaches Reach-back capabilities Available enabling resources Interviewing skills/techniques (Reid, etc) Interrogation skills Liaison Elicitation Prioritize data/information Set priorities Time management Organize processes/multi-task Build "storyboard" Operational Planning Develop tailored testing strategies Strategic planning Delegate Manage human sources Manage a team Manipulate the environment Exploit vulnerabilities Capitalize on opportunities Coordinate plans Plan use of manpower and resources

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Fundamental Elements: Competencies Evaluation and Critique What information is critical to decision-makers How to replicate your methodology/results Analytical methods and approaches Know customer mission, equities protected and req’s for CI Psychology/Behavioral analysis Sources trends, acts, etc. Psychological instruments Properly document information (e.g., for court) Neuro-linguistics Prioritize data/information Set priorities Recognize important details Recognize and interpret/monitor trends/indicators Recognize anomalies/trouble spots/unresolved issues Validate data/information Draw logical conclusions Recheck work/conclusions Choose means of analysis Correlate data from different sources Think analytically Develop hypotheses Prioritize threats and targets Determine associations/links/relationships Recognize collections gaps Assess people for targeting Assess asset's motivations Recognize significance of comments and fields in IIRs Recognize deception through body language Operational Planning Anticipation and reaction Inductive reasoning Deductive reasoning Determine what is actionable and what is not Think in abstract - look for what you don't know Think logically Problem solving Ask questions that dig beneath the surface Ask the right questions Extract important information from volumes of data Validate research data Determine the reliability of info (SIGINT, HUMINT, etc) Assess risks Read people Manipulate/influence/exploit people

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Fundamental Elements: Competencies Exploit vulnerabilities Capitalize on opportunities Plan use of manpower and resources Recognize personal weaknesses and improve on them Subject Matter Expertise What information is critical to decision-makers FISS country cultures Where to find data/sources of information Diverse background knowledge Mastery of some area (academic achievement) Subject/target country area (geography and culture) Cases in target area History of the target country and FISS Language of target country Environment of operations area FISS Tactics, Techniques and Procedures Well-rounded through experience and education Foreign policy related to target country Content specialization in your functional/geographic area Terrorist organizations being targeted Know baseline activities (what is normal) Detailed writing on key information Articulate thoughts clearly Communicate information to other agents Networking Conflict resolution Elicitation Guide a conversation Prioritize data/information Recognize important details Recognize and interpret/monitor trends/indicators Recognize anomalies/trouble spots/unresolved issues Validate data/information Draw logical conclusions Predict/project Provide perspective/context to CI issues Develop hypotheses Prioritize threats and targets Determine associations/links/relationships Build "storyboard" Recognize collections gaps Assess people for targeting Assess asset's motivations Convey thoughts effectively

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Fundamental Elements: Competencies Recognize deception through body language Advocate a position/stand behind your research/work Conceptualize Anticipation and reaction Determine what is actionable and what is not Think in abstract - look for what you don't know Ask questions that dig beneath the surface Ask the right questions Extract important information from volumes of data Validate research data Determine the reliability of info (SIGINT, HUMINT, etc) Train/mentor/teach others Work in austere environments Assess risks Read people Manipulate/influence/exploit people Role play/act Manage human sources Build confidence in assets Manipulate the environment Collaborate with others in other agencies Use and work with interpreters Ability to adapt approach/personality situationally

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Fundamental Elements: Competencies Laws, Policies, Procedures and Jurisdictions Laws and Constitution What technology is admissible in court Legal rights/warnings Rules of evidence AG Guidelines Organizational policy/procedures Mission/purpose of your agency CI Definitions and terms of reference Who should receive what information Classification guidance/controls How to get originator release/downgrade of classified info Intelligence Oversight Goals/strategy of your agency/relationship to nat'l strategy What information is critical to decision-makers Reporting formats Procedures for sharing information Reporting requirements How to collect and preserve evidence Standard evidence protocols of other agencies Ops methodology-how your own intel service works How collectors collect Accounting basics Record-keeping Surveillance techniques Reach-back capabilities Available enabling resources Community roles Know customer mission, equities protected and req’s for CI Interviewing skills/techniques (Reid, etc) Interrogation skills Properly document information (e.g., for court) Use weapons Use photographic equipment Operational Planning Develop tailored testing strategies Strategic planning Train/mentor/teach others Protect sources Provide direction Lead others Manage human sources Manage a team Manipulate the environment Exploit vulnerabilities Capitalize on opportunities

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Fundamental Elements: Competencies Coordinate plans Leverage technology Plan use of manpower and resources Concept Facilitation/ Influencing/ Negotiating How to get originator release/downgrade of classified info Persuasive writing Presentation and briefing Negotiation Interviewing skills/techniques (Reid, etc) Interrogation skills Interpersonal skills Liaison Networking Teambuilding/teamwork Conflict resolution Elicitation Guide a conversation Provide perspective/context to CI issues Convey thoughts effectively Present points succinctly and logically - distill information Advocate a position/stand behind your research/work Market products and services Problem solving Ask questions that dig beneath the surface Ask the right questions Train/mentor/teach others Manipulate/influence/exploit people Provide direction Motivate others Lead others Manage human sources Manage a team Persuade Build confidence in assets Capitalize on opportunities Resourcefulness Collaborate with others in other agencies Coordinate plans Plan use of manpower and resources Ability to adapt approach/personality situationally

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Fundamental Elements: Competencies Automated Data Systems How to manipulate a database Procedures for sharing information How to collect and preserve evidence How to develop timelines How to build matrices Use of all-source data Analytical methods and approaches Record-keeping Where to find data/sources of information Know customer mission, equities protected and req’s for CI Computers/technical knowledge Properly document information (e.g., for court) Computer/IT skills Database manipulation Software/applications (Office suite) Use of analytical tools (link analysis, etc.) Data-mining Use of technology Use of communication systems (STU-III, radios, etc.) Extract important information from volumes of data Use open sources Leverage technology Plan use of manpower and resources

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Fundamental Elements: Competencies Risk Management What technology is admissible in court Who should receive what information How to get originator release/downgrade of classified info Surveillance techniques Communicate without revealing sources Interrogation skills Properly document information (e.g., for court) Use of technology Use weapons Driving techniques Use of communication systems (STU-III, radios, etc.) Use photographic equipment Prioritize data/information Set priorities Time management Recognize important details Develop hypotheses Prioritize threats and targets Operational Planning Develop tailored testing strategies Determine what is actionable and what is not Problem solving Ask questions that dig beneath the surface Ask the right questions Protect sources Assess risks Manipulate/influence/exploit people Delegate Role play/act Manage human sources Manage a team Manipulate the environment Use and work with interpreters

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Fundamental Elements: Competencies Customer Awareness Who should receive what information How to get originator release/downgrade of classified info What information is critical to decision-makers Analytical methods and approaches What other agencies need How to communicate with agencies of the CI Community Know customer mission, equities protected and req’s for CI Persuasive writing Detailed writing on key information Writing style flexible to audience Presentation and briefing Negotiation Properly document information (e.g., for court) Prioritize data/information Set priorities Provide perspective/context to CI issues Prioritize threats and targets Recognize collections gaps Convey thoughts effectively Present points succinctly and logically - distill information Market products and services Strategic planning Determine what is actionable and what is not Think strategically Problem solving Ask the right questions Protect sources Assess risks Develop trust Persuade Plan use of manpower and resources Presence/Professionalism Maintain objectivity

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CORE COMPETENCIES/KSAs - LEADERSHIP AND MANAGEMENT

Critical Thinking Requirements/interests of other agencies in the IC relative to your organization How your organization fits into the CI community Customer mission and equities requiring CI services Needs of CI collectors/operators in the field CI program priorities Understand customer priorities Educate consumers on potential impact of CI information Proficiency with CI investigation techniques (for management credibility) Read people (for spotting, assessing) Identify people with CI leadership potential Manage a variety of CI skill levels Recruit people with the right backgrounds for various CI functions Develop, implement, and adapt strategy based on CI developments Anticipate CI manpower needs Organize large amounts of data CI Operational Planning Prioritize threats Make decision based on experience Create/build strategic CI partnerships (liaison) Leverage CI capabilities of other agencies Ensure CI products meet customer needs Make CI information relevant to consumer Scope CI products to customer requirements Carry out oversight of CI programs

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Fundamental Elements: Competencies Analytical Thinking CI resource management CI program priorities Appreciation of threats coming from technology Substantive knowledge of targets Background in analysis (research and writing) Some years of experience as analyst Determine CI priorities (resource allocation) Summarize large amounts of CI material/facts into concise reports Prioritize threats Sense why what you're doing is important (how it fits into the big picture) Analyze large amounts of information Think analytically Recognize relationships between targets, groups, etc. Appreciate different perspectives within the CI community Ensure CI products meet customer needs Creative Thinking CI resource management CI resources available to subordinates Understand benefits of technical collection Where to acquire information Understand human sources and how to recruit them Available tools to enhance/assist in accomplishing the CI mission Educate consumers on potential impact of CI information Proficiency with CI investigation techniques (for management credibility) Liaison with other foreign CI/Intelligence/Security agencies Interact with and manage people from other CI organizations Marketing CI products and services Manage a variety of CI skill levels Justify and argue for CI resources Create/develop programs that satisfy CI requirements Develop, implement, and adapt strategy based on CI developments Develop and manage CI budget Devise plans to meet CI goals Anticipate CI manpower needs Determine CI priorities (resource allocation) CI Strategic Planning CI Operational Planning Sense why what you're doing is important (how it fits into the big picture) Create/build strategic CI partnerships (liaison) Leverage CI capabilities of other agencies

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Fundamental Elements: Competencies Strategic thinking Requirements/interests of other agencies in the IC relative to your organization Your agency's CI mission How your organization fits into the CI community Customer mission and equities requiring CI services Customer requirements for CI information CI resource management CI program priorities National Intelligence Program budget cycle/process Understand your agency's perspective and priorities Understand customer priorities Justify and argue for CI resources Create/develop programs that satisfy CI requirements Develop, implement, and adapt strategy based on CI developments Devise plans to meet CI goals Anticipate CI manpower needs Determine CI priorities (resource allocation) CI Strategic Planning Prioritize threats Develop CI programs (collections, analysis, etc.) to meet consumer needs Make decision based on experience Sense why what you're doing is important (how it fits into the big picture) Appreciate different perspectives within the CI community Create/build strategic CI partnerships (liaison) Carry out oversight of CI programs Decision Making Interact with and manage people from other CI organizations Identify people with CI leadership potential Manage a variety of CI skill levels Recruit people with the right backgrounds for various CI functions Justify and argue for CI resources Devise plans to meet CI goals Anticipate CI manpower needs Determine CI priorities (resource allocation) CI Strategic Planning CI Operational Planning Prioritize threats Make decision based on experience Leverage CI capabilities of other agencies

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Fundamental Elements: Competencies Problem Solving Requirements/interests of other agencies in the IC relative to your organization CI jurisdiction of your agency and others (identify overlaps and gaps) Understand benefits of technical collection Appreciation of threats coming from technology Appreciation for what CI field agents experience (gained through experience) Proficiency with CI investigation techniques (for management credibility) Liaison with other domestic CI/security agencies Liaison with other foreign CI/Intelligence/Security agencies Interact with and manage people from other CI organizations Manage a variety of CI skill levels Justify and argue for CI resources Create/develop programs that satisfy CI requirements Develop, implement, and adapt strategy based on CI developments Develop and manage CI budget Anticipate CI manpower needs Determine CI priorities (resource allocation) CI Strategic Planning CI Operational Planning Develop CI programs (collections, analysis, etc.) to meet consumer needs Make decision based on experience Appreciate different perspectives within the CI community Leverage CI capabilities of other agencies Interact with and communicate with the media on sensitive CI issues Ensure CI products meet customer needs Make CI information relevant to consumer Scope CI products to customer requirements Carry out oversight of CI programs Be able to force cooperation/collaboration on CI issues

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Fundamental Elements: Competencies Collaboration Requirements/interests of other agencies in the IC relative to your organization CI structure of other agencies in the IC CI jurisdiction of your agency and others (identify overlaps and gaps) Capabilities of other agencies in the IC How your organization fits into the CI community How LE community operates Human resource process at other agencies including military and civil service Customer mission and equities requiring CI services Customer requirements for CI information Understand customer priorities Available tools to enhance/assist in accomplishing the CI mission Educate consumers on potential impact of CI information Liaison with other domestic CI/security agencies Liaison with other foreign CI/Intelligence/Security agencies Interact with and manage people from other CI organizations CI Strategic Planning CI Operational Planning Develop CI programs (collections, analysis, etc.) to meet consumer needs Appreciate different perspectives within the CI community Create/build strategic CI partnerships (liaison) Leverage CI capabilities of other agencies Ensure CI products meet customer needs Make CI information relevant to consumer Scope CI products to customer requirements Conflict Management Requirements/interests of other agencies in the IC relative to your organization CI structure of other agencies in the IC CI Definitions and terms of reference in other agencies CI jurisdiction of your agency and others (identify overlaps and gaps) How your organization fits into the CI community How LE community operates Requirements for obtaining/justifying CI resources Appreciation for what CI field agents experience (gained through experience) Understand customer priorities Educate consumers on potential impact of CI information Proficiency with CI investigation techniques (for management credibility) Liaison with other domestic CI/security agencies Liaison with other foreign CI/Intelligence/Security agencies Interact with and manage people from other CI organizations Manage a variety of CI skill levels Justify and argue for CI resources Develop and manage CI budget

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Fundamental Elements: Competencies Anticipate CI manpower needs Determine CI priorities (resource allocation) Prioritize threats Make decision based on experience Appreciate different perspectives within the CI community Create/build strategic CI partnerships (liaison) Leverage CI capabilities of other agencies Interact with and communicate with the media on sensitive CI issues Customer Service Requirements/interests of other agencies in the IC relative to your organization Customer mission and equities requiring CI services Customer requirements for CI information CI program priorities Requirements for obtaining/justifying CI resources Understand benefits of technical collection Appreciation of threats coming from technology Understand your agency's perspective and priorities Understand customer priorities Your CI functional content area Available tools to enhance/assist in accomplishing the CI mission Educate consumers on potential impact of CI information Liaison with other domestic CI/security agencies Liaison with other foreign CI/Intelligence/Security agencies Interact with and manage people from other CI organizations Marketing CI products and services Create/develop programs that satisfy CI requirements CI Strategic Planning CI Operational Planning Develop CI programs (collections, analysis, etc.) to meet consumer needs Sense why what you're doing is important (how it fits into the big picture) Appreciate different perspectives within the CI community Ensure CI products meet customer needs Make CI information relevant to consumer Scope CI products to customer requirements

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Fundamental Elements: Competencies Communications Requirements/interests of other agencies in the IC relative to your organization Customer mission and equities requiring CI services Customer requirements for CI information Needs of CI collectors/operators in the field CI resource management CI program priorities National Intelligence Program budget cycle/process Cultural awareness and sensitivity -- international experience/exposure Appreciation for what CI field agents experience (gained through experience) Understand customer priorities Understand human sources and how to recruit them Substantive knowledge of targets Background in analysis (research and writing) Perform necessary administrative CI processes Educate consumers on potential impact of CI information Proficiency with CI investigation techniques (for management credibility) Liaison with other domestic CI/security agencies Liaison with other foreign CI/Intelligence/Security agencies Interact with and manage people from other CI organizations Read people (for spotting, assessing) Marketing CI products and services Identify people with CI leadership potential Manage a variety of CI skill levels Recruit people with the right backgrounds for various CI functions Justify and argue for CI resources Create/develop programs that satisfy CI requirements Develop, implement, and adapt strategy based on CI developments Develop and manage CI budget Devise plans to meet CI goals Anticipate CI manpower needs Determine CI priorities (resource allocation) Summarize large amounts of CI material/facts into concise reports CI Strategic Planning CI Operational Planning Develop CI programs (collections, analysis, etc.) to meet consumer needs Make decision based on experience Appreciate different perspectives within the CI community Create/build strategic CI partnerships (liaison) Leverage CI capabilities of other agencies Interact with and communicate with the media on sensitive CI issues Make CI information relevant to consumer Be able to force cooperation/collaboration on CI issues

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Fundamental Elements: Competencies Intelligence Awareness (Laws and Policy, Technical, etc.) Requirements/interests of other agencies in the IC relative to your organization CI structure of other agencies in the IC CI Definitions and terms of reference in other agencies CI jurisdiction of your agency and others (identify overlaps and gaps) Capabilities of other agencies in the IC Your agency's CI mission How your organization fits into the CI community How LE community operates Human resource process at other agencies including military and civil service Needs of CI collectors/operators in the field AG Guidelines Legal statutes/authorities (FISA, NSL, etc) OPSEC principles Organizational CI policy CI program priorities Core knowledge of the CI Program Requirements for obtaining/justifying CI resources National Intelligence Program budget cycle/process Understand benefits of technical collection Appreciation of threats coming from technology Understand your agency's perspective and priorities Appreciation for what CI field agents experience (gained through experience) Knowledge of intelligence Your CI functional content area Available tools to enhance/assist in accomplishing the CI mission Diversified background across field and at national level Perform necessary administrative CI processes Proficiency with CI investigation techniques (for management credibility) Interact with and manage people from other CI organizations Develop, implement, and adapt strategy based on CI developments Devise plans to meet CI goals Determine CI priorities (resource allocation) CI Strategic Planning CI Operational Planning Prioritize threats Make decision based on experience Sense why what you're doing is important (how it fits into the big picture) Appreciate different perspectives within the CI community Create/build strategic CI partnerships (liaison) Leverage CI capabilities of other agencies Interact with and communicate with the media on sensitive CI issues Carry out oversight of CI programs Be able to force cooperation/collaboration on CI issues

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Fundamental Elements: Competencies Talent Management Human resource process at other agencies including military and civil service Needs of CI collectors/operators in the field Prior CI management experience At least 5+ yrs experience in CI for credibility and training/mentoring CI resources available to subordinates Appreciation for what CI field agents experience (gained through experience) Proficiency with CI investigation techniques (for management credibility) Interact with and manage people from other CI organizations Read people (for spotting, assessing) Identify people with CI leadership potential Manage a variety of CI skill levels Recruit people with the right backgrounds for various CI functions Create/develop programs that satisfy CI requirements Anticipate CI manpower needs Determine CI priorities (resource allocation) CI Operational Planning Make decision based on experience Be able to force cooperation/collaboration on CI issues Teamwork/ Teambuilding/ Leadership Human resource process at other agencies including military and civil service Needs of CI collectors/operators in the field OPSEC principles Organizational CI policy Prior CI management experience At least 5+ yrs experience in CI for credibility and training/mentoring CI program priorities CI resources available to subordinates Requirements for obtaining/justifying CI resources National Intelligence Program budget cycle/process Appreciation for what CI field agents experience (gained through experience) Where to acquire information Understand human sources and how to recruit them Background in analysis (research and writing) Some years of experience as analyst Your CI functional content area Available tools to enhance/assist in accomplishing the CI mission Diversified background across field and at national level Perform necessary administrative CI processes Proficiency with CI investigation techniques (for management credibility) Interact with and manage people from other CI organizations Read people (for spotting, assessing) Identify people with CI leadership potential

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Fundamental Elements: Competencies Manage a variety of CI skill levels Recruit people with the right backgrounds for various CI functions Justify and argue for CI resources Create/develop programs that satisfy CI requirements Develop, implement, and adapt strategy based on CI developments Devise plans to meet CI goals Anticipate CI manpower needs Determine CI priorities (resource allocation) CI Strategic Planning CI Operational Planning Prioritize threats Develop CI programs (collections, analysis, etc.) to meet consumer needs Make decision based on experience Leverage CI capabilities of other agencies Resource Management Your agency's CI mission How your organization fits into the CI community Human resource process at other agencies including military and civil service Needs of CI collectors/operators in the field CI resource management CI program priorities CI resources available to subordinates Requirements for obtaining/justifying CI resources National Intelligence Program budget cycle/process Appreciation for what CI field agents experience (gained through experience) Available tools to enhance/assist in accomplishing the CI mission Interact with and manage people from other CI organizations Justify and argue for CI resources Develop and manage CI budget Anticipate CI manpower needs Determine CI priorities (resource allocation) Make decision based on experience

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Fundamental Elements: Competencies Leading Change Requirements/interests of other agencies in the IC relative to your organization CI jurisdiction of your agency and others (identify overlaps and gaps) Customer requirements for CI information CI resource management Requirements for obtaining/justifying CI resources Cultural awareness and sensitivity -- international experience/exposure Understand benefits of technical collection Appreciation of threats coming from technology Available tools to enhance/assist in accomplishing the CI mission Identify people with CI leadership potential Recruit people with the right backgrounds for various CI functions Justify and argue for CI resources Create/develop programs that satisfy CI requirements Develop, implement, and adapt strategy based on CI developments CI Strategic Planning Make decision based on experience Sense why what you're doing is important (how it fits into the big picture) Create/build strategic CI partnerships (liaison) Leverage CI capabilities of other agencies Ethics, Commitment, Integrity, Accountability CI jurisdiction of your agency and others (identify overlaps and gaps) Customer mission and equities requiring CI services Needs of CI collectors/operators in the field AG Guidelines Legal statutes/authorities (FISA, NSL, etc) OPSEC principles Organizational CI policy Requirements for obtaining/justifying CI resources National Intelligence Program budget cycle/process Understand benefits of technical collection Appreciation for what CI field agents experience (gained through experience) Understand customer priorities Substantive knowledge of targets Available tools to enhance/assist in accomplishing the CI mission Educate consumers on potential impact of CI information Proficiency with CI investigation techniques (for management credibility) Liaison with other domestic CI/security agencies Liaison with other foreign CI/Intelligence/Security agencies Read people (for spotting, assessing) Marketing CI products and services Identify people with CI leadership potential Manage a variety of CI skill levels

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Fundamental Elements: Competencies Recruit people with the right backgrounds for various CI functions Justify and argue for CI resources Create/develop programs that satisfy CI requirements Develop, implement, and adapt strategy based on CI developments Develop and manage CI budget Determine CI priorities (resource allocation) CI Strategic Planning CI Operational Planning Prioritize threats Develop CI programs (collections, analysis, etc.) to meet consumer needs Make decision based on experience Appreciate different perspectives within the CI community Create/build strategic CI partnerships (liaison) Interact with and communicate with the media on sensitive CI issues Ensure CI products meet customer needs Make CI information relevant to consumer Scope CI products to customer requirements Carry out oversight of CI programs Be able to force cooperation/collaboration on CI issues

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Fundamental Elements: Competencies Continuous Learning Requirements/interests of other agencies in the IC relative to your organization Capabilities of other agencies in the IC How your organization fits into the CI community How LE community operates Human resource process at other agencies including military and civil service Customer mission and equities requiring CI services Customer requirements for CI information Needs of CI collectors/operators in the field Legal statutes/authorities (FISA, NSL, etc) Organizational CI policy CI resource management CI program priorities CI resources available to subordinates Cultural awareness and sensitivity -- international experience/exposure Understand benefits of technical collection Appreciation of threats coming from technology Understand your agency's perspective and priorities Appreciation for what CI field agents experience (gained through experience) Understand customer priorities Where to acquire information Environment in your area of operation Available tools to enhance/assist in accomplishing the CI mission Diversified background across field and at national level Proficiency with CI investigation techniques (for management credibility) Prioritize threats Develop CI programs (collections, analysis, etc.) to meet consumer needs Sense why what you're doing is important (how it fits into the big picture) Think analytically Recognize relationships between targets, groups, etc. Appreciate different perspectives within the CI community Create/build strategic CI partnerships (liaison) Leverage CI capabilities of other agencies Ensure CI products meet customer needs Make CI information relevant to consumer

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FUNDAMENTAL ELEMENTS OF - Federation of … Fundamental Elements: Competencies FUNDAMENTAL ELEMENTS...

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